How High and Low Self-Empowered Teachers Work with Colleagues and School Principals
DOI:
https://doi.org/10.11575/jet.v30i2.52422Abstract
This study explores the phenomena of teacher empowerment by describing intrinsic motivation associated with the tasks of working with colleagues and principals for two groups of teachers - those with a high and those with a low sense of self-empowerment. Data were collected via interviews that focused on goals and meanings teachers assigned to the tasks, their perceived competence in completing the tasks, and their self-determination in selecting behaviours to accomplish desired outcomes.
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